From "Carrier" to "Creator": The Re-Construction of National Identity in More Inclusive Terms

Autor/inn/en	Cohen, Etan; Hod, Yotam; Ben-Zvi, Dani
Titel	From "Carrier" to "Creator": The Re-Construction of National Identity in More Inclusive Terms
Quelle	In: Journal of the Learning Sciences, 32 (2023) 3, S.427-454 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Etan) ORCID (Hod, Yotam) ORCID (Ben-Zvi, Dani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2023.2185147
Schlagwörter	Nationalism; Grade 9; Jews; Self Concept; Foreign Countries; Student Attitudes; Language Usage; Sociolinguistics; Israel + Suchen Sie Ihr Suchwort? Nationalismus; School year 09; 9. Schuljahr; Schuljahr 09; Jew; Jude; Jüdin; Juden; Selbstkonzept; Ausland; Schülerverhalten; Sprachgebrauch; Soziolinguistik
Abstract	Background: The sociocultural turn redefined learning in terms of shifting identities. In recent years, learning scientists have explored the connections between learning and various types of identities, including disciplinary identity, gender, race, and more. In this article we focus on national identity, to understand how it is constructed and how it might be made more inclusive through learning. Methods: Drawing on sociolinguistics and discourse analysis methods, we present a telling case study aimed at elucidating previously obscure theoretical relations by providing a rich and detailed account of a single student whose national identity shifted over the course of a school year. Findings: Our analysis shows how Joshua, a 9th grade secular Jewish-Israeli student, constructed his national identity. Joshua's identity developed across three stages, which were marked by a shift from an essentialist disposition to a constructionist one and by an increasing sense of belonging. Contribution: We highlight a connection between learners' views on the continuum between essentialism and constructionism and their degree of belongingness. Our findings suggest that a constructionist approach to identity can translate into a greater sense of belonging and help ameliorate some cases of social marginalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01